Abstract

Most research into attention deficit hyperactivity disorder (ADHD) is concentrated on
childhood cases, with less of a focus on adolescents and adults (Willoughby, 2003).
Individuals with ADHD are likely to experience academic impairment (Barbaresi,
Katusic, Colligan, Weaver, & Jacobsen, 2007; Biederman et al., 1996; Loe &
Feldman, 2007), however this has mostly been demonstrated in clinic-based childhood
studies; non-clinical, adolescent-specific studies are few and far between (Loe &
Feldman, 2007). This thesis examines community-based adolescent ADHD symptoms
and their influence over academic attainment.
The introduction to the thesis provides a background to ADHD and an
overview of the literature on influences over academic performance. Chapter 2
consists of a review of the literature on the relationship between ADHD and academic
performance, and explores the reasons why ADHD individuals are at an academic
disadvantage. Chapter 3 outlines methodological process of the empirical studies of
the thesis, which can be found in chapters 4,5, and 6. Chapter 4 is an investigation of
the position of ADHD symptoms in the structure of adolescent mental health
problems. In Chapter 5, the impact of ADHD symptoms over academic attainment is
studied. Chapter 6 examines the role of underlying neuropsychological processes in
the relationship between ADHD and academic attainment. Finally, the discussion
summarises the findings of each paper and assesses the limitations and implications of
the thesis.
The core findings are as follows. In Chapter 4, exploratory factor analysis
demonstrated that community-based adolescent ADHD symptoms form a valid
dimension that is distinct from symptoms of comorbid syndromes. This provides
support for the notion that the adolescent ADHD construct is a continuum-based
psychopathology. In Chapter 5 regression analysis revealed that ADHD symptoms
exerted almost as much influence over academic attainment as general cognitive
ability and school-oriented motivation, and far more influence than other forms of
psychopathology. Finally, in Chapter 6, it was found that delay aversion and deficient
inhibitory control did not mediate the relationship between ADHD symptoms and
academic performance. However it should be noted that in the final study, the sample
was severely underpowered due to constraints placed on recruitment by the consent
process.
Overall the results suggest that ADHD symptoms pose a significant academic
risk for adolescents, even at sub-clinical levels. Efforts should be made to increase
awareness among teachers and carers of the potential plight of adolescents who
express symptoms of ADHD.